Newshttp://barnard.edu/headlines/time
enBarnard Books in Milstein Rooms in Butler Libraryhttp://library.barnard.edu/news/barnard-books-milstein-rooms-butler-library
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <h3>We have sad news, and we have happy news.</h3>
<table border="1" cellpadding="1" cellspacing="1" height="514" width="539"><tbody><tr><td>
<h3>Sad</h3>
<p>Our library cupboards are mostly bare. The books from our open stacks are all gone...for now.</p>
<p><img alt="" class="media-image" height="629" style="width: 240px; height: 236px;" width="640" typeof="foaf:Image" src="http://barnard.edu/sites/default/files/styles/wysiwyg_largest/public/emptypss.jpg?itok=5A6pQZnu" /><br /><small>PSs I'm going to miss you most of all!</small></p>
<p>Most of our collection has gone to storage, and will not be accessible until the library reopens in its home in the <a href="http://barnard.edu/tlc" target="_blank">Teaching &amp; Learning Center</a> in three or so years.<br />
</p>
</td>
<td>
<h3>Happy</h3>
<p>Approximately 18,000 volumes, a tenth of our collection, are now available in Milstein rooms 406, 406A, and 409 in Butler Library. All you need to enter and borrow Barnard books is your Barnard ID. (Note: Barnard affiliates who do not currently have Columbia University borrowing privileges will only be able to borrow Barnard books.)</p>
<p><img alt="" class="media-image" height="614" style="width: 240px; height: 240px;" width="614" typeof="foaf:Image" src="http://barnard.edu/sites/default/files/styles/wysiwyg_largest/public/millie-at-milstein.jpg?itok=Mq13sFs-" /><br /><small>Millie is at home in Milstein</small></p>
</td>
</tr></tbody></table><h3>Note</h3>
<p>You can still borrow course reserves, media equipment, media materials, and zines, as well as pick up BorrowDirect and Offsite requests from the Barnard Library in its present location.</p>
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</div></div></div>Mon, 27 Jul 2015 22:27:11 +0000jfreedma47681 at http://barnard.eduCooks on Campus http://barnard.edu/news/cooks-campus
<div class="field field-name-field-taxonomytopics field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="/category/topics-37" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">New York</a></div><div class="field-item odd"><a href="/category/topics-43" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">student</a></div><div class="field-item even"><a href="/taxonomy/term/624" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">campus</a></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p>With thousands of restaurants, leading culinary institutes, and rare cuisines from around the world, New York City is a foodie’s paradise. Recent graduate Sarah Friedhoff ‘15, profiled three Barnard women who make eating well a priority, despite the obstacles (both financial and spatial) that often come with being a young person in the city.</p>
<h3>Lala Liban '15</h3>
<p> </p>
<iframe allowfullscreen="" frameborder="0" src="https://www.youtube.com/embed/hjzxXFBfNFs" width="560" height="315"></iframe>
<p> </p>
<h3>Amelia Rosen '15</h3>
<p> </p>
<iframe allowfullscreen="" frameborder="0" src="https://www.youtube.com/embed/0tbs0K2LkIk" width="560" height="315"></iframe>
<p> </p>
<h3>Katy Lasell '15</h3>
<p> </p>
<iframe allowfullscreen="" frameborder="0" src="https://www.youtube.com/embed/Ru_Z_i84uh8" width="560" height="315"></iframe>
<p> </p>
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</div></div></div>Fri, 17 Jul 2015 20:43:44 +0000rdouglas47571 at http://barnard.eduSeven Sisters Partners Launch New Archives Projecthttp://library.barnard.edu/news/seven-sisters-partners-launch-new-archives-project
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <h3><center>Seven Sisters Partners Launch New Archives Project: College Women:<br />
Documenting the History of Women in Higher Education </center></h3>
<p align="center"><img alt="" src="http://www.collegewomen.org/sites/default/files/x7sisters_academics_0.jpg.pagespeed.ic.AwjG31-hln.jpg" style="width: 480px; height: 300px;" /></p>
<p align="center"><small><a href="http://www.collegewomen.org/node/13578">Bryn Mawr College students in geology lab</a></small></p>
<p>With the support of a one-year Foundations planning grant from the National Endowment for the Humanities, the seven women’s colleges once known as the “<a href="http://www.collegewomen.org" target="_blank">Seven Sisters” launch College Women: Documenting the History of Women in Higher Education</a>. <strong>College Women</strong> brings together—for the first time online—digitized letters, diaries, scrapbooks and photographs of women who attended the seven partner institutions: Barnard, Bryn Mawr, Mount Holyoke, Smith, Vassar, Wellesley, and Radcliffe (now the Schlesinger Library, Radcliffe Institute for Advanced Study, Harvard University).</p>
<p>These seven colleges, historically regarded as the equivalent of the Ivy League before those schools admitted women, have long stood at the forefront of women’s higher education in the United States, educating many of the most ambitious, socially conscious, and intellectually curious women in the country. As they were exposed to the novel academic and social landscapes of college life, many of these women actively chronicled their student experiences and ambitions through extensive letter writing, diary-keeping, scrapbooking, and photography. Their materials, which document a new era of women’s campus cultures, have been preserved in the libraries of the seven schools and serve as a rich resource for understanding a wide range of issues in women's history and beyond. <strong>College Women</strong> makes these treasures available online and searchable together for the first time, enabling researchers to consider student materials in a larger context of movements for women’s education and expanded opportunities for women in American society.</p>
<p><strong>College Women</strong> is currently available in a beta version, featuring 300 photographs, letters, diaries and scrapbooks from the seven partner institutions. The institutions will be expanding the content in the coming years as more historical documents are digitized and catalogued. This innovative project also demonstrates the potential for creating new research opportunities for students and scholars when institutions collaborate on building digital collections.</p>
<p>The project grew out of discussions among the institutions that began in 2012, led by The Albert M. Greenfield Digital Center for the History of Women’s Education at <a href="http://greenfield.brynmawr.edu" target="_blank">Bryn Mawr College</a> In the Spring of 2014 the National Endowment for the Humanities awarded a planning grant to Bryn Mawr College on behalf of the group to develop a portal and set common standards for cataloging and indexing their collections. Staff members at the libraries of all seven institutions have worked in teams over the last year to design and test the site and develop standards for its operation. </p>
<p>Design and construction of the site was done by Interactive Mechanics, LLC of Philadelphia, Pennsylvania. The project also received advice from a team of leading scholars in the fields of women’s history, history of education, women’s archives, and the digital humanities: Ellen Gruber Garvey (New Jersey City University), Helen Horowitz (Smith College), Mary Kelley (University of Michigan), Laura Mandell (Texas A&amp;M University), Katherine Rowe (Smith College), and Susan N. Tucker (Tulane University).</p>
<p>The <strong>College Women</strong> beta site has been made possible in part by a major grant from the National Endowment for the Humanities: Celebrating 50 Years of Excellence. Any views, findings, conclusions, or recommendations expressed in this Web resource do not necessarily represent those of the National Endowment for the Humanities.<br /><br />
For additional information, contact:<br /><strong>College Women</strong> project director Eric Pumroy, Associate Chief Information Officer and Director of Special Collections Bryn Mawr College | <a href="mailto:epumroy@brynmawr.edu">epumroy@brynmawr.edu</a></p>
<p>
Monica Mercado, Director of The Albert M. Greenfield Digital Center for the History of Women’s Education at Bryn Mawr College | <a href="mailto:mmercado@brynmawr.edu">mmercado@brynmawr.edu</a></p>
<p>Barnard College Archivist <a href="https://library.barnard.edu/profiles/shannon-oneill">Shannon O'Neill</a> and Digital Archivist <a href="https://library.barnard.edu/profiles/martha-tenney">Martha Tenney </a></p>
<p> </p>
<em>Press Release June 11, 2015 by Project Director Eric Pumroy
<br />Albert M. Greenfield Digital Center <br />for the History of Women's Education<br /> at Bryn Mawr College</em>
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</div></div></div>Wed, 24 Jun 2015 18:57:07 +0000jfreedma47411 at http://barnard.eduBoard of Trustees approves Foundations, Barnard's new curriculumhttp://barnard.edu/news/announcing-new-core-curriculum-foundations
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p> </p>
<p>Dear Faculty, Staff, and Students,<br /><br />
I am pleased to announce that on June 3, 2015, the Board of Trustees voted to endorse a new curriculum, entitled <em>Foundations</em>. The Board vote followed the May 4, 2015 vote by the faculty—120-34 in favor of <em>Foundations</em>—with over 80% of eligible faculty casting a vote. The overwhelmingly affirmative votes by both the Board and the faculty conclude a nearly two-year intensive examination of our curriculum that involved over 60 members of the Barnard community, including 44 faculty members. Together, the votes reaffirm our commitment to Barnard's central values as a liberal arts college.<br /><br />
Our primary goal in undertaking the 2013-15 Academic Curriculum Review has been to ensure that Barnard's curriculum addresses the changing realities faced by our graduates, while respecting our institutional mission and distinctive history. The new curriculum will consist of a set of educational requirements including: an intensive First-Year Experience, comprised of First-Year Writing and First-Year Seminar; a robust and flexible set of new General Education Requirements, comprised of broad distributional requirements and “modes of thinking” requirements; a challenging program of study in a major field; and a capstone Senior Experience. Areas of important curricular development include technological, digital, and empirical learning initiatives, enhanced international and global programming, and increased support for interdisciplinary programs and centers.<br /><br /><em>Foundations</em> will become effective for the class entering in the fall of 2016. Specific elements of <em>Foundations</em>, namely those components of the general education requirements consisting of the “modes of thinking” requirements, will be re-evaluated and updated every five years to maintain rigor and consistency with our educational goals and with the ever-evolving learning required of our students.<br /><br />
I am deeply grateful for the leadership of the steering committee in shaping the new curriculum, as well as the active involvement of many faculty, staff, and students over the past two years, and look forward to our combined efforts as we develop a plan for implementation of the new curriculum in 2015-16.<br /><br />
My very best,<br /><br />
Linda A. Bell<br />
Provost and Dean of Faculty<br />
Barnard College</p>
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</div></div></div>Thu, 04 Jun 2015 17:39:58 +0000ldownsbu47251 at http://barnard.eduBarnard Announces Transgender Admissions Policyhttp://barnard.edu/news/barnard-announces-transgender-admissions-policy
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p> </p>
<p>Dear Members of the Barnard Community —<br /><br />
At its June 3 meeting, the Barnard College Board of Trustees discussed and approved the following policy regarding enrollment for transgender applicants:</p>
<div style="width:75%; margin:auto;">
<p><em>Since its founding in 1889, Barnard’s mission has been to provide generations of promising, high-achieving young women with an outstanding liberal arts education in a community where women lead. Every aspect of this unique environment is, and always will be, designed and implemented to serve women, and to prepare our graduates to flourish and make a difference in the world. This mission is powerful, and remains vital today, perhaps more so than ever.</em></p>
<p><em>In furtherance of our mission, tradition and values as a women’s college, and in recognition of our changing world and evolving understanding of gender identity, Barnard will consider for admission those applicants who consistently live and identify as women, regardless of the gender assigned to them at birth. We will also continue to use gendered language that reflects our identity as a women’s college. </em></p>
<p><em>This admissions policy does not affect students who transition during their time at Barnard. Once admitted, every student will receive the individualized support that is an essential part of the Barnard experience. If, during a student’s time at Barnard, the student decides that Barnard, as a women’s college, no longer offers an appropriate educational environment, Barnard will offer guidance and resources to assist in making choices that are best for that student.</em></p>
</div>
<p><br />
The vote on this policy is the culmination of a full year of conversations. The Board, led by the Committee on Campus Life, discussed the issue of transgender enrollment at each of its meetings this year. Members of the Board and the administration read through extensive materials; consulted experts, including members of the Barnard faculty; and sought out the broadest possible range of perspectives. And hundreds of members of our community—students, faculty, alumnae, parents, and staff—participated in five town hall forums and one virtual forum. In addition, an online form collected over 900 responses.<br /><br />
What came through most strongly was that our community shares a deep love for Barnard and a desire to do the right thing for this institution. As expected, a wide range of passionate and deeply held beliefs were discussed and debated. But on two main points, the responses were compelling and clear. There was no question that Barnard must reaffirm its mission as a college for women. And there was little debate that trans women should be eligible for admission to Barnard.<br /><br />
Following these months of discussion, a policy was recommended by the Chairs of the Committee on Campus Life, reviewed by the Executive Committee, and approved by the full Board on June 3, 2015. Over the course of the upcoming academic year, our staff will develop a plan for implementation that will go into effect for applicants applying for admission in the fall of 2016 (the Barnard Class of 2020).<br /><br />
We want to thank all of you for being a part of this effort, especially our students, who pushed us to think broadly and to stand behind our commitment to diversity. We also want to extend a special note of gratitude to Frances Sadler ’72 and Diana Vagelos ’55 who thoughtfully shepherded the Committee on Campus Life as they considered this important issue.<br /><br />
On the occasion of our 125th anniversary, it is fitting that we have come together to recall our history and reexamine our core values. We educated and challenged each other, and Barnard is that much stronger for it.<br /><br />
Sincerely,</p>
<table border="0" cellpadding="0" cellspacing="0" height="59" style="width: 100%;" width="547"><tbody><tr><td style="border: 0px none; width: 36%; padding:0; margin:0;"><br />
Jolyne Caruso-FitzGerald<br />
Chair of the Board of Trustees</td>
<td style="width:40px; border: 0px none; padding:0; margin:0;"> </td>
<td style="border:0 none;padding:0; margin:0;"><br />
Debora Spar<br />
President</td>
</tr></tbody></table><p><br />
</p>
<p><a href="http://barnard.edu/admissions/transgender-policy#transfaq">Frequently asked questions may be viewed here »</a></p>
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</div></div></div>Thu, 04 Jun 2015 14:17:02 +0000ldownsbu47221 at http://barnard.eduAthena Center's new advocacy campaign calls for support of women-led businesseshttp://barnard.edu/news/athena-centers-new-advocacy-campaign-calls-support-women-led-businesses
<div class="field field-name-field-taxonomytopics field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="/category/topics-111" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Athena Center</a></div><div class="field-item odd"><a href="/category/topics/entrepreneurship" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">entrepreneurship</a></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">Barnard’s <a href="http://athenacenter.barnard.edu/">Athena Center for Leadership Studies</a> has announced the launch of the </span><a href="http://www.athenapledge.com/" style="color: rgb(17, 85, 204); font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;" target="_blank">Athena Pledge</a><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">, a new campaign to promote the advancement of women in startups. The program targets the thousands of accelerator and incubator programs that are hubs of innovation, where many new cutting-edge businesses are launched. By taking the Athena Pledge, accelerators and incubators agree that 33% of the startups they accept will have at least one female founder as an equity owner and include women as part of their advisory or senior management teams.</span><br /><br /><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">“There is a dearth of women in the startup world, particularly in Silicon Valley,” said Kathryn Kolbert, Director of the Athena Center for Leadership Studies at Barnard College. “The Athena Pledge recognizes that making a conscious effort to be more inclusive of women entrepreneurs will improve performance, spark innovation, and open markets. The bottom line is that women add value.”</span><br /><br /><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">Developed by Barnard's </span><a href="https://athenacenter.barnard.edu/entrepreneurs" style="color: rgb(17, 85, 204); font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;" target="_blank">Entrepreneurs@Athena</a><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;"> program, the Athena Pledge campaign is designed to encourage startup funders to support women entrepreneurs. In addition to the pledge to accept at least 33% women-led startups, when a signer commits to the Athena Pledge, the incubator or accelerator also agrees to submit their demographics and make them public.</span><br /><br /><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">“The Athena Pledge is an opportunity for the tech industry to step up and publicly champion women,” said Nathalie Molina Niño, co-founder at <a href="mailto:Entrepreneurs@Athena">Entrepreneurs@Athena</a> and chief revenue officer at Power to Fly</span><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">. “Those that take the pledge will be nationally recognized as trailblazers in the industry.”</span><br /><br /><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">A number of influential tech leaders have already signed the Athena Pledge, including: Eric Grimmelmann, president and CEO of the New York Technology Council; Joanne Wilson, </span><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px; line-height: 20.7999992370605px;">angel investor </span><span style="font-family: arial, helvetica, sans-serif; font-size: 13.3333330154419px;">at Gotham Gal Ventures; Adam Quinton, partner at Lucas Point Ventures; Jeanne Sullivan, founder of StarVest Partners; and venture capital firm Bowery Capital.<br /><br /><a href="http://www.athenapledge.com/">Learn more about the Athena Pledge and how to get involved.</a></span></p>
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</div></div></div>Thu, 28 May 2015 18:00:31 +0000sbrowne47066 at http://barnard.eduSarah Bernstein ’15 earns All-America honors in archeryhttp://barnard.edu/news/sarah-bernstein-15-earns-all-america-honors-archery
<div class="field field-name-field-taxonomytopics field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="/category/topics/archery" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Archery</a></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p><img alt="" class="media-image media-image-left" style="float: left; margin: 0px 1em 1em 0px; width: 200px; height: 267px;" typeof="foaf:Image" src="http://barnard.edu/sites/default/files/styles/wysiwyg_medium/public/bernstein.jpg?itok=yhH-aTKo" width="300" height="400" />Congratulations to Sarah Bernstein ’15, who was awarded the honor of All-America for her performance in the recurve division at the 2015 National Outdoor Collegiate Archery Championships in Harrisonburg, VA. Sarah and five of her Columbia teammates earned All-America honors at this year's competition.</p>
<p> This was a historic Championship year for the Columbia archery team, as they made history by winning the gold in both the recurve and compound divisions. Columbia defeated Texas A&amp;M in the finals rounds of both divisions, winning its fifth national title in the recurve and the first in program history in the compound.</p>
<p> <a href="http://www.gocolumbialions.com/ViewArticle.dbml?DB_OEM_ID=9600&amp;ATCLID=210105107">Read more on the Columbia Athletics website.</a></p>
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</div></div></div>Tue, 26 May 2015 20:01:10 +0000sbrowne46966 at http://barnard.eduU.S. Ambassador to the United Nations Samantha Power urges Class of 2015 to fight for true equalityhttp://barnard.edu/news/us-ambassador-un-samantha-power-urges-class-2015
<div class="field field-name-field-taxonomytopics field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="/category/topics-30" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Barnard College</a></div><div class="field-item odd"><a href="/category/topics-43" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">student</a></div><div class="field-item even"><a href="/category/topics-147" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">commencement</a></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="320" src="https://www.youtube.com/embed/kJr8rw71hSE" width="480"></iframe></p>
<p><strong style="font-size: 15px;">Ambassador Samantha Power, </strong><span style="font-size: 15px;">the U.S. Permanent Representative to the United Nations and a celebrated academic and journalist, <a href="http://barnard.edu/student-services/commencement/commencement-archives/commencement-2015/samantha-power-del">delivered the keynote address</a> at Barnard’s 123rd Commencement on Sunday, May 17, at the Theater at Madison Square Garden, telling students to work to break down "the remaining barriers to true equality." </span><span style="font-size: 15px;">Power spoke before an audience of more than 5,000 people, including Barnard’s 670 graduates along with faculty, trustees, staff, family, and friends.</span></p>
<p>Power also told graduates that in order to achieve true equality, they will have to battle self-doubt. "True equality will not mean shedding our doubts or self-awareness, but rather not letting them quiet us down when we should be speaking up." She also urged them to strive to learn about underserved members of society and to shine a light on them. "True equality will mean not just seeing the unseen, but also finding a way to make invisible problems visible." Finally, she said that graduates should strive to serve as examples of what women can achieve. "True equality is going to require showing, not telling, people that change is possible....What we look like to the world matters. Because we know, empirically, that people's belief systems and biases can be shifted dramatically by what they see." <a href="http://barnard.edu/student-services/commencement/commencement-archives/commencement-2015/samantha-power-prepared">Read Power's full remarks here.</a><br /><br />
View photos from the day and check out #Barnard2015 on social media.</p>
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<div>Power also received the Barnard Medal of Distinction, the College’s highest honor, together with three other trailblazers in their fields: Simi Linton, consultant and public speaker whose work focuses on disability and the arts; Nadia Lopez, innovative principal of Mott Hall Bridges Academy, a public middle school in Brooklyn; and Diana Nyad, champion long-distance swimmer and author. Read the citations for <a href="http://barnard.edu/student-services/commencement/commencement-archives/commencement-2015/citation-samantha-power">Power</a>, <a href="http://barnard.edu/news/citation-simi-linton">Linton</a>, <a href="http://barnard.edu/student-services/commencement/commencement-archives/commencement-2015/citation-nadia-lopez">Lopez</a>, and <a href="http://barnard.edu/student-services/commencement/commencement-archives/commencement-2015/citation-diana-nyad">Nyad</a>.<br /><br />
The Medals of Distinction were presented by Barnard President Debora L. Spar, who presided over the ceremony. In her remarks, President Spar told the students, "At moments like this—when we stand in fancy halls and honor extraordinary people—it’s easy to believe that the only way to affect change in the world is to think big; to strive for the most audacious solutions and fight the most important fights. And the world needs people of passion to do exactly that. But the world also needs the quieter types; the introverts; the ones who may choose to address the smaller but urgent problems that surround them: a man who needs a coat. A child who needs a home. A friend who needs a shoulder to cry on." <a href="http://barnard.edu/president-spar-prepared-remarks">Read a transcript of President Spar's speech.</a><br /><br />
Additional speakers included <a href="https://www.youtube.com/watch?v=-rtmmdCTlVo&amp;list=PL7NHU56YFE6TmoEuE0GE3SM_AxQQPCXpS&amp;index=1">Jolyne Caruso-FitzGerald ’81</a>, chair of Barnard’s Board of Trustees and CEO of the Alberleen Group, and Associate Provost Patricia Denison, who spoke on behalf of the faculty. "Barnard students learn together how to view disagreement as a resource rather than an obstacle. Learn how important it is to listen if you wish to be listened to." <a href="http://barnard.edu/commencement/archives/2015/scpresident">Senior Class President Layla Tavangar ’15</a> and <a href="http://barnard.edu/commencement/archives/2015/sga">Student Government Association President Jing Qian ‘15</a> delivered speeches to their class. <a href="http://barnard.edu/student-services/commencement/commencement-archives/commencement-2015/academic-reflections">Alexandra Engelberg ’15 delivered the Academic Reflections</a>, and Senior Fund cochairs <a href="https://www.youtube.com/watch?t=126&amp;v=QMIKHa6v2QU">Delaney Wing ’15 and Nikila Kakarla ’15</a> announced a multifaceted senior class gift of a tree, as well as the replenishment of the Bear Essentials Fund, which provides startup costs to incoming students who cannot afford basic necessities such as books, supplies, or winter coats. They also announced that 80 percent of the senior class had contributed to a record-breaking gift of $32,142.
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</div></div></div>Sun, 17 May 2015 18:54:46 +0000abeshkin46806 at http://barnard.eduBarnard faculty members honored with 2015 Teaching Awardshttp://barnard.edu/news/barnard-faculty-members-honored-2015-teaching-awards
<div class="field field-name-field-taxonomytopics field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="/category/topics-30" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Barnard College</a></div><div class="field-item odd"><a href="/category/topics-101" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">faculty</a></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p>Each year, awards are presented to exceptional members of Barnard’s faculty to honor their commitment to teaching. We are pleased to announce this year’s recipients. Congratulations to all!<br />
</p>
<h3>Emily Gregory Award</h3>
<h2>Wendy Schor-Haim, Lecturer of English and Associate Director of the Writing Program</h2>
<p><em>This student-nominated and student-chosen award honors an outstanding faculty member for excellence in teaching and for devotion and service to the students of Barnard College. <a href="http://barnard.edu/provost/teaching-curriculum/teaching-awards">More information.</a></em><br />
</p>
<h3>Gladys Brooks Faculty Excellence in Teaching Award</h3>
<h2>Rachel Eisendrath, Assistant Professor of English and Chair of Medieval and Renaissance Studies</h2>
<h2>Homa Zarghamee, Assistant Professor of Economics</h2>
<p><em>Established at Barnard in 1989 by the Gladys Brooks Foundation, this award is given annually to recognize considerable individual achievements of tenure-track/tenure-eligible assistant professors at Barnard. <a href="http://barnard.edu/provost/teaching-curriculum/teaching-awards">More information.</a></em><br />
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<h3>Teaching Excellence Award</h3>
<h2>Pamela Cobrin, Senior Lecturer in English, Director of the Writing Program, and Director of the Speaking Program</h2>
<h2>Laurie Postlewate, Senior Lecturer in French</h2>
<p><em>An award designed to recognize any full-time faculty member who has made a difference in the teaching climate of the college. <a href="http://barnard.edu/provost/teaching-curriculum/teaching-awards">More information.</a></em><br />
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<h3>Tow Award for Innovative Pedagogy</h3>
<h2>Kim Hall, Lucyle Hook Chair, Professor of English and Africana Studies</h2>
<p><em>This award recognizes an exemplary member of the Barnard faculty who combines scholarship and pedagogy in creative ways, maximizing the impacts of both. <a href="http://barnard.edu/provost/teaching-curriculum/teaching-awards">More information.</a></em><br />
</p>
<h3>Ann Whitney Olin Professorships</h3>
<h2>Hilary Callahan, Professor and Chair of Biology</h2>
<h2>Deborah Valenze, Professor of History</h2>
<p><em>Ann Whitney Olin Professorships are awarded on the basis of scholarship, teaching, and other contributions to the academic community to exceptional faculty who have achieved the rank of full professor.</em><br />
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<h3>Tow Professorships</h3>
<h2>Severin Fowles, Assistant Professor of Anthropology</h2>
<h2>Kimberley Johnson, Associate Professor of Political Science and Director of the Urban Studies Program</h2>
<p><em>Tow Professorships for Distinguished Scholars and Practitioners help the College to reward its extraordinary faculty by recognizing those, generally at the Associate Professor level, who have already made substantial, nationally recognized contributions to their field.</em><br />
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</div></div></div>Fri, 15 May 2015 17:07:21 +0000sbrowne46796 at http://barnard.eduUpon retirement, two professors reflecthttp://barnard.edu/news/upon-retirement-two-professors-reflect
<div class="field field-name-field-taxonomytopics field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="/category/topics-179" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">alumnae</a></div><div class="field-item odd"><a href="/category/topics-101" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">faculty</a></div><div class="field-item even"><a href="/category/topics-139" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">career</a></div><div class="field-item odd"><a href="/category/topics-44" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">history</a></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"> <p><em>This summer marks the beginning of official retirement for two longtime Barnard professors—Lee Anne Bell in education, and Herbert Sloan in history. Below, each reflects on their careers, their time at the College, and how their respective fields have changed</em><em>. From </em>Barnard Magazine<em>, Spring 2015.</em></p>
<h3><img alt="" class="media-image" height="450" style="float:left;margin:0 1em 1em 0;" width="300" typeof="foaf:Image" src="http://barnard.edu/sites/default/files/styles/wysiwyg_medium/public/bell_1.jpg?itok=AcOY22NW" /><strong>School's Out</strong>:<br /><em>Lee Anne Bell talks about her rewarding career in education</em></h3>
<p>As director of the education program at Barnard, Professor Lee Anne Bell doesn’t mince words about the current focus on high-stakes testing: “I think we’re going in absolutely the wrong direction,” she says. The assessments so popular today in American education support the “lowest common denominator,” and don’t nurture “thinking, creative teachers who know their subject matter.”</p>
<div>Preparing to retire this year, Bell has been working on issues of social justice and education since the early 1970s. Then a new graduate of Indiana University with a double degree in history and the nascent field of Afro-American studies, Bell joined the Teacher Corps, a government program that at the time sought to improve education in low-income areas.</div>
<p>She was assigned to Hartford,Conn., and the experience proved eye- opening. “Hartford was one of the most impoverished and racially segregated cities in the country,” recalls Bell, who had grown up hearing her mother talk about the American dream and believing “that school is a way for people to expand their opportunities.” In Hartford, she witnessed how the system is “so stacked against poor people and people of color.”</p>
<p>Today, Bell strongly opposes the arguments she hears against increasing the minimum wage. “Give kids enough food to eat. Let them come to school well rested. Let them come to a school where the teacher is well prepared.That makes the difference; that connects the issues so we can all start to think more broadly.” She continues, “The term ‘social justice’ has been taken up and diluted. Some say we are living in a post-racial society since President Obama was elected. The Supreme Court is saying the way to deal with race is not to talk about it.” Bell sighs. “In the sweep of history, progress is slow.”</p>
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<p>Speaking of her own career, however, Bell largely expresses unqualified enthusiasm. She received an EdD from the University of Massachusetts, Amherst, in 1982, and subsequently joined the faculty of SUNY New Paltz, where she received the SUNY Chancellor’s Award for Excellence in Teaching, among other honors. She taught at New Paltz until 2001.The education program at Barnard, which marked its 50th anniversary in 2002, the year she arrived, has really “been a generative place,” says Bell. Her students have been “smart and prepared and curious. They want to make the world a better place.” Barnard students, she says, “take ideas and run with them,” and have gone on to teach all over the world.</p>
<p>About a decade ago, she secured a grant from the Third Millennium Foundation, which allowed her to organize a project that became a career highlight. Bell spearheaded the Storytelling Project, a partnership among students, professors, and artists to use the arts to develop a curriculum about race and racism.The 2005–6 collaboration aimed to reveal those “concealed stories—the stories that don’t appear in history books or children’s books or television,” says Bell. The project provided fertile ground for offshoots, including Bell’s book, <em>Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching </em>(Routledge, 2010).</p>
<p>The project also encouraged Bell to view the arts through a different lens, and helped foster her next big undertaking: the documentary <em>40 Years Later: Now Can We Talk?</em> Bell’s first film explores the integration of a Mississippi high school in 1969, and provides interviews with black and white alumni 40 years later. Bell has been traveling with the film; she recently showed it in China, where her husband, a math professor, is teaching at NYU Shanghai for the spring semester. The Chinese students and faculty were fascinated and unfamiliar with the themes, but the European faculty related immediately to the ideas of racial stereotyping and separation. The documentary also received two awards: the Charles and Margaret Witten Award for Distinguished Documentary Film in Education, and the National Association for Multicultural Education Multicultural Media Award.</p>
<p>New trends in education fail to excite Bell. She’s doubtful of the overall benefits of charter schools because “they suck resources out of the public schools,” “cherry-pick kids,” and do not belong to the union, so the teachers aren’t necessarily paid fairly. She is also skeptical about the use of technology in the classroom as a solution for not having enough teachers and resources. She says technology is often abused in impoverished settings. “Face-to-face learning is really important,” says Bell, adding that in some low-income schools, instead of 25 children with one teacher, the classroom features 40 children “facing a bank of monitors.”</p>
<p>The future of social justice isn’t entirely hopeless, though. It’s an exciting time at colleges, according to Bell. “There’s Black Lives Matter. There’s a lot of activism on campus. There’s a lot of creativity on campus,” says Bell. One wonders why she would want to exit the college scene. She jokes, “After 35 or 40 years, I’m ready to be deinstitutionalized.”</p>
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<h3><img alt="" class="media-image" height="382" style="float:left;margin:0 1em 1em 0;" width="300" typeof="foaf:Image" src="http://barnard.edu/sites/default/files/styles/wysiwyg_medium/public/sloan.jpg?itok=ixwrXjFt" /><strong>At Home in Academia</strong>:<br /><em>Professor Herbert Sloan says it’s time to expand our ideas of what American history is</em></h3>
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<p>During his long career as a historian with an emphasis on the Colonial and Revolutionary periods and on Constitutional law, Herbert Sloan hasn’t meandered far from his dissertation topic: the financial trials of Thomas Jefferson. In the process, Sloan, a Barnard faculty member since 1986, has become a well-known expert on the subject; his research shows that Jefferson was not a reckless spender but was bankrupted largely because of his role as executor of his father-in-law’s estate.The focus has served him well. “Because it deals with a famous person, the topic stays alive,” he says.</p>
<p>Retiring from the College this spring, but returning as a senior scholar for the next academic year, Sloan has strong feelings about the academic world, one he knows intimately. He not only grew up in the college town of Ann Arbor, Mich., among children of other scholars, but he also hails from a family steeped in university life—with his father, grandfather, uncle, and two great-uncles, all professors of various disciplines.</p>
<p>As early as high school, Sloan says, “I used to tell everyone what was what” in the realm of history. An avid reader of Bruce Catton’s Civil War narratives, Sloan knew the day he entered Stanford University what major he would pursue. He didn’t immediately gravitate toward early-American history but studied much European history; he says, “I specialized in taking classes with people who were interesting.”</p>
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<p>Three years later, he pursued the same strategy in a graduate program at Columbia University, and was strongly influenced by two professors of early-American history, Peter Onuf and the late Eric McKitrick.The subject matter recalled Sloan’s childhood visits each summer to his grandmother’s home in Marietta, Ohio, a pioneer town with a history museum that fascinated him. Even more than the topic, the dynamic lectures of McKitrick also awed Sloan. These “performances,” as Sloan calls them, were marked by irony, ambiguity, and paradox. They were modeled after those delivered during what Sloan describes as the golden age of Columbia, which he says spans the post–World War II period to l968, and includes such illustrious professors as Lionel Trilling, Richard Hofstadter, C. Wright Mills, and Meyer Schapiro.</p>
<p>During his time at Barnard, Sloan has appeared on several popular media outlets as “the historical expert.” He allows, “That’s just the way it is when you’re in the Columbia universe.” But one senses that his wry humor and affable manner may also have played a role. In 2001, he appeared briefly on <em>The Daily Show with Jon Stewart</em> to refute the credentials of a pundit who claimed that George Washington was not the nation’s first president. In 2012, WNYC radio asked Sloan to vet the historical accuracy of a “Revolutionary pop playlist,” a group of songs that referenced at least one of the Founding Fathers—one example was “Lincoln,Washington, and that Jefferson Guy” by They Might Be Giants. The History Channel beckoned in 2013 for its program <em>10 ThingsYou Don’t Know About</em>. Sloan discussed financial difficulties experienced by some early U.S. presidents.</p>
<p>Sloan’s achievements include the publication of numerous essays and the book, <em>Principle &amp; Interest: Thomas Jefferson and the Problem of Debt</em>, first printed in 1995 by Oxford University Press. He also received Barnard’s Ann Whitney Olin professorship for excellence in scholarship and teaching. Another highlight was receiving the Emily Gregory Award. “It was a validation that I was not in deep trouble,” says Sloan with a smile. Students nominate the recipient of the Emily Gregory, which pays tribute to a professor’s teaching and service.</p>
<p>Not surprisingly, the admiration is mutual. “They’re smart and they’ve gotten smarter,” says Sloan. As for this generation’s ready access to information? “It’s not entirely a positive development,” says Sloan, who has also taught at Hunter College and Columbia. He adds that researchers today inevitably lose a deeper sense of learning because they don’t need to sift through pages of material. On<br />
the other hand, Sloan is not unilaterally opposed to change.</p>
<p>He does advise widening the scope of teaching early-American history to include the entire hemisphere. With the demographic changes in the U.S., Sloan says it no longer makes sense to tell the story of America as “starting on the East Coast and then marching...until you get to the San Francisco Bay.We need to give much more thought to what happens in the Spanish colonies.”</p>
<p>Sloan adds, “There’s also that great non-subject, Canada, our largest trading partner. Americans know nothing about Canada, and that is amazing.” It just may be up to Sloan to institute some of these modifications. He’s retiring, except that as a senior scholar, he’ll be teaching two classes, including a survey course on U.S. history. “The chair twisted my arm,” he says.</p>
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<p><em>—By Elicia Brown '90<br />
—Photographs by Joel Barhamand</em></p>
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</div></div></div>Fri, 15 May 2015 16:07:26 +0000abeshkin46771 at http://barnard.edu